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Jenkins MCC, Thomas SC, Stirling E, Fowles T, Srivastava R, Pendo A. Creating a Framework for Physician & APP Leader Development and Peer Collaboration. Qual Manag Health Care 2024; 33:123-126. [PMID: 38546881 DOI: 10.1097/qmh.0000000000000461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/02/2024]
Affiliation(s)
- Mary Claire C Jenkins
- Author Affiliations: Intermountain Health (Mss Jenkins, Stirling, and Pendo) and Healthcare Delivery Institute, Intermountain Health (Mr Thomas, Dr Fowles, and Mr Srivastava), Murray, Utah
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Duffy TL, Ahmad Y, Lewis GJ, Brazendale K. Investing in the Future: A Premedical Surgical Elective for Undergraduate Students. Am Surg 2024; 90:231-237. [PMID: 37625383 DOI: 10.1177/00031348231198109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/27/2023]
Abstract
BACKGROUND Research has shown that providing surgical exposure and mentorship before clerkship can bolster interest and cultivate quality surgical residents. However, most studies have focused exclusively on programs for 1st and 2nd year medical students. The purpose of this study is to describe a novel undergraduate premedical surgical elective (PMSE) and the interests and perceptions of PMSE participants of the surgical field. METHODS Undergraduate students applied for a semester long PMSE that included surgical shadowing, mentorship, a research component, attendance at seminars, and hands-on workshops. Post-PMSE completion, participants were invited to complete an online survey about their perceptions of pursuing a career in surgery and their specialties of interest. RESULTS Thirty-six PMSE participants completed the survey (21 females and 15 males). More than half (57%) of female respondents expressed interest in a surgical career. Most respondents (78%) agreed or strongly agreed that they are confident in their ability to become a surgeon. A lower proportion of female respondents (33%) believed the atmosphere of the surgical field to be inclusive than males (53%). Males accumulated significantly more surgical shadowing hours than females (P < .05). DISCUSSION Findings from this study describe a novel PMSE at a large undergraduate institution. Survey data of PMSE participants revealed a high proportion of female respondents would like to pursue a career in surgery and reported confidence in achieving this. However, females perceived the field to be less inclusive than male respondents. Improving inclusivity may require increased focus and attention by PMSEs and surgical education programs.
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Affiliation(s)
- Taylor L Duffy
- Department of Health Sciences, College of Health Professions and Sciences University of Central Florida, Orlando, FL, USA
| | - Yaser Ahmad
- Department of Biomedical Sciences, College of Medicine University of Central Florida, Orlando, FL, USA
| | - Gideon J Lewis
- Department of Medical Education, College of Medicine University of Central Florida, Orlando, FL, USA
| | - Keith Brazendale
- Department of Health Sciences, College of Health Professions and Sciences University of Central Florida, Orlando, FL, USA
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Mondal H, Soni S, Sahoo MR, Mondal S, Saha K, Maharana B, Priyadarshini B, Behera JK. Perceived leadership quality and empathy among Indian undergraduate medical students. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:321. [PMID: 38023074 PMCID: PMC10670958 DOI: 10.4103/jehp.jehp_1670_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 04/10/2023] [Indexed: 12/01/2023]
Abstract
BACKGROUND Efficient leaders from the medical fraternity may understand healthcare in depth. Empathy is important for patient care, job satisfaction, and the psychological well-being of doctors. Empathic leadership is concerned with an interest in the people around them. This study aimed to observe the perceived leadership quality and empathy among Indian medical undergraduate students, find any correlation between them, and assess age, sex, and semester of study as predictor variables for leadership and empathy. MATERIALS AND METHODS An online cross-sectional survey was conducted on Google Forms with undergraduate medical students in India with a convenient snowball sample. The Abbreviated Self Leadership Quality (ASQL) was used to find the leadership quality and the eight-item Empathy Quotient (EQ-8) to find the empathy. Spearman's correlation coefficient was calculated between ASQL and EQ-8 score. Age, sex, and semester were used as predictor variables in regression analysis with leadership and empathy as dependent variables. RESULT A total of 439 (50.8% male, 49.2% female) Indian undergraduate students participated in the study. Males showed higher leadership qualities. There was no gender difference in empathy. Leadership was positively correlated (rs =0.13, P = .006) with empathy in the overall sample. The age (P = .001), sex (P < .0001), and semester of study (P < .0001) successfully predicts leadership (F = 57.167, P < .0001). Although age, sex, and semester combined successfully predict empathy (F = 5.31, P = .001), individually, only a semester of study (P = .009) significantly contributes to the prediction. CONCLUSION Male and female medical students show a similar level of empathy but male shows higher leadership quality. Leadership and empathy are positively correlated; hence, students with higher leadership quality would show higher empathy and vice versa. The age, sex, and semester of study are determinants of leadership whereas semester of study is the determinant of empathy.
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Affiliation(s)
- Himel Mondal
- Department of Physiology, All India Institute of Medical Sciences, Deoghar, Jharkhand, India
| | - Sachin Soni
- Department of Anatomy, AIIMS Bilaspur, Himachal Pradesh, India
| | - Manas Ranjan Sahoo
- Department of Psychiatry, Fakir Mohan Medical College and Hospital, Balasore, Odisha, India
| | - Shaikat Mondal
- Department of Physiology, Raiganj Government Medical College and Hospital, West Bengal, India
| | - Koushik Saha
- Department of Anatomy, Rampurhat Government Medical College and Hospital, West Bengal, India
| | - Biswajit Maharana
- MBBS Student, Fakir Mohan Medical College and Hospital, Balasore, Odisha, India
| | | | - Joshil Kumar Behera
- Department of Physiology, Dharanidhar Medical College and Hospital, Keonjhar, Odisha, India
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Rodríguez-Feria P, Czabanowska K, Babich S, Rodríguez-Sánchez D, Carreño Hernández FL, Hernández Flórez LJ. Divergence and Convergence of the Public Health Leadership Competency Framework Against Others in Undergraduate Medical Education: A Scoping Review. Public Health Rev 2023; 44:1605806. [PMID: 37426906 PMCID: PMC10323138 DOI: 10.3389/phrs.2023.1605806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Accepted: 05/25/2023] [Indexed: 07/11/2023] Open
Abstract
Objective: The following scoping review is aimed at identifying leadership competency frameworks in Undergraduate Medical Education (UME) by analyzing the thematic scopes, target audiences, and methods involved. A further objective is to compare the frameworks against a standard framework. Methods: The authors extracted the thematic scope and methods of each framework based on the original author's formulations in each selected paper. The target audience was divided into three sections: UME, medical education, and beyond medical education. The frameworks were converged and diverged against the public health leadership competency framework. Results: Thirty-three frameworks covering thematic scopes such as refugees and migrants were identified. The most common methods to develop leadership frameworks were reviews and interviews. The courses targeted multiple disciplines including medicine and nurses. The identified competency frameworks have not converged among important domains of leadership such as systems thinking, political leadership, leading change, and emotional intelligence. Conclusion: There is a variety of frameworks that support leadership in UME. Nevertheless, they are not consistent in vital domains to face worldwide health challenges. Interdisciplinary and transdisciplinary leadership competency frameworks which address health challenges should be used in UME.
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Affiliation(s)
- Pablo Rodríguez-Feria
- Institute of Care and Public Health Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Departamento de Salud Pública, Facultad de Medicina, Universidad de los Andes, Bogota, Colombia
| | - Katarzyna Czabanowska
- Institute of Care and Public Health Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Department of Health Policy and Management, Institute of Public Health, Faculty of Health Sciences, Jagiellonian University, Krakow, Poland
| | - Suzanne Babich
- Department of Health Policy and Management, Richard M. Fairbanks School of Public Health, Indianapolis, IN, United States
| | | | | | - Luis Jorge Hernández Flórez
- Departamento de Salud Pública, Facultad de Medicina, Universidad de los Andes, Bogota, Colombia
- Program in Public Health, Schools of Medicine and Government, Universidad de Los Andes, Bogota, Colombia
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Vo A, Torti J, Haddara W, Sultan N. Exploring medical students' perspectives of physician leadership. BMC MEDICAL EDUCATION 2023; 23:10. [PMID: 36604671 PMCID: PMC9817360 DOI: 10.1186/s12909-022-03971-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Accepted: 12/19/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Leadership has been recognized as an important competency in medicine. Nevertheless, leadership curricula for Canadian medical students lacks standardization and may not be informed by medical students' perspectives of physician leadership. The purpose of this study was to elicit these perspectives on physician leadership. METHODS The present study utilized semi-structured interviews to ascertain the views of medical student participants, including students in their first, second and third years of medical school, on physician leadership. Interview questions were based on 'the 3-C model' of physician leadership, which includes three aspects of leadership, namely character, competence and commitment. The interviews were audio-recorded, transcribed and then coded using thematic analysis. RESULTS The medical students of this study provided rich examples of resident and staff physicians demonstrating effective and ineffective leadership. The participants identified the importance of character to effective physician leadership, but some participants also described a feeling of disconnect with the relevance of character at their stage of training. When discussing physician competence, medical students described the importance of both medical expertise and transferable skills. Lastly, the leadership aspect of commitment was identified as being relevant, but medical students cautioned against the potential for physician burnout. The medical student participants' suggestions for improved leadership development included increased experiences with examples of physician leadership, opportunities to engage in leadership and participation in reflection exercises. CONCLUSIONS Overall, the study participants demonstrated an appreciation for three aspects of leadership; character, competence and commitment. Furthermore, they also provided recommendations for the future design of medical leadership curricula.
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Affiliation(s)
- Albert Vo
- Family Medicine, Western University, London, ON, Canada.
| | - Jacqueline Torti
- Centre for Education Research & Innovation, Western University, London, ON, Canada
| | - Wael Haddara
- Critical Care Medicine, London Health Sciences Centre, London, ON, Canada
| | - Nabil Sultan
- Division of Nephrology, London Health Sciences Centre, London, ON, Canada
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SenthilKumar G, Sommers KC, He Y, Stark K, Craig T, Keval A, Shah N, Patel K, Meurer J. Student Leadership Development Initiative for Medical Students: Lessons Learned From Transitioning to Virtual Modalities. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231200731. [PMID: 37692559 PMCID: PMC10486220 DOI: 10.1177/23821205231200731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 08/24/2023] [Indexed: 09/12/2023]
Abstract
Leadership training is a necessary component of undergraduate medical education. Our group successfully implemented a student-led organization starting from 2016 (Student Leadership Development Initiative; SLDI) that aimed to provide medical students with exposure to physician-leader career paths in an informal, organic, interactive setting. The COVID-19 pandemic necessitated a shift to online programming, and given the high prevalence of ZOOMTM fatigue, we incorporated monthly, freely available, self-directed modules as an additional leadership training opportunity. The goals of this study are to assess the (1) feasibility of and participation in a virtual student organization focused on leadership training, (2) whether students' perceptions of the importance of leadership were associated with participation in SLDI, and (3) lessons learned from transitioning to virtual modalities. An anonymous, retrospective cross-sectional survey with 13-items was distributed through an email listserv and a 6-question survey was sent to attendees following each virtual group-discussion. A Fisher's exact test was conducted to assess whether the number of modules completed was associated with students' perception of leadership importance. Survey results showed that 85% strongly agreed or agreed that SLDI helped them develop professional goals and career paths, and 74% reported benefits in becoming more compassionate physician leaders and valuing wellness. All respondents completed ≥1 self-directed module, and the students' perception of leadership importance did not influence the number of self-directed modules completed (p > .05). Most participants (63%) attended ≥67% of virtual events, and postevent feedback was positive; however, only 46% of respondents reported meeting someone new at events and 32% reported that they intended on connecting with new contacts. Our results suggest that virtual leadership student-organization, involving small-group discussions and self-directed modules, is feasible and beneficial for medical students. However, the inability to promote meaningful networking opportunities is a major limitation of a virtual training model.
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Affiliation(s)
- Gopika SenthilKumar
- Medical Scientist Training Program, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Kelli C. Sommers
- Medical Scientist Training Program, Medical College of Wisconsin, Milwaukee, WI, USA
| | | | - Katarina Stark
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Taylor Craig
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Aliyah Keval
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Neemit Shah
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Kahaan Patel
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - John Meurer
- Institute for Health & Equity, Medical College of Wisconsin, Milwaukee, WI, USA
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Hayat AA, Amini M. Character-based leadership in medicine: A valuable concept that is not without challenges. MEDICAL EDUCATION 2022; 56:1157-1159. [PMID: 36259262 DOI: 10.1111/medu.14955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Revised: 10/09/2022] [Accepted: 10/17/2022] [Indexed: 06/16/2023]
Affiliation(s)
- Ali Asghar Hayat
- Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
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Keluth Chavan A, Bendriss R. Leadership Curriculum in Medical Education: Exploring Student and Faculty Perceptions in a US Medical School in Qatar. J Healthc Leadersh 2022; 14:163-173. [PMID: 36217372 PMCID: PMC9547622 DOI: 10.2147/jhl.s370645] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Accepted: 09/27/2022] [Indexed: 11/06/2022] Open
Abstract
Purpose Leadership has long been recognized as a core competency required to excel in medical practice. This qualitative study investigates the extent to which leadership competencies are incorporated in the curriculum of a US medical college in Qatar and examines the perceptions of medical students and faculty about leadership in the medical curriculum. Methods The study uses a student survey, faculty interviews, and a student focus group to gather data. Results The study found that 79% of the survey respondents perceive leadership as a core competency while 55% feel that leadership skills are not adequately taught to students. The focus group and interviews revealed that students believe more importance should be given to leadership training whereas faculty assert that, while leadership can be beneficial, leadership training is implicit, and more research is required for further implementation. Conclusion This study shows the need for an increased emphasis on developing leadership curricula in undergraduate medical education and highlights ways to address certain obstacles to implementation. Further research on exploring medical alumni’s perceptions and optimal teaching methods to implement leadership training is needed.
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Affiliation(s)
| | - Rachid Bendriss
- Premedical Education, Weill Cornell Medicine-Qatar, Doha, Qatar,Correspondence: Rachid Bendriss, Premedical Education Division, Weill Cornell Medicine-Qatar, P.O. Box 24144, Doha, Qatar, Tel +974 4492 8221, Email
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Matsas B, Goralnick E, Bass M, Barnett E, Nagle B, Sullivan EE. Leadership Development in U.S. Undergraduate Medical Education: A Scoping Review of Curricular Content and Competency Frameworks. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:899-908. [PMID: 35171123 DOI: 10.1097/acm.0000000000004632] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE To inform research on developing or adopting leadership competency frameworks for use in U.S. undergraduate medical education (UME), this scoping review describes the content of U.S. UME leadership curricula, associated competency frameworks, and content delivery. METHOD The authors searched PubMed, Embase, and ERIC databases on June 22, 2020. They included English-language studies that described U.S. UME curricula in which the primary end goal was leadership development. They excluded studies published before January 1, 2000. Data were extracted on leadership competency frameworks and curricular content, audience, duration, electivity, selectivity, learning pedagogies, and outcome measures. The curricular content was coded and categorized within the Medical Leadership Competency Framework (MLCF) using the constant comparative method. A repeated search of the literature on May 14, 2021, did not yield any additional studies. RESULTS Of 1,094 unique studies, 25 studies reporting on 25 curricula met inclusion criteria. The course content of the curricula was organized into 91 distinct themes, most of which could be organized into the first 2 competencies of the MLCF: Demonstrating Personal Qualities and Working With Others. Thirteen curricula (52%) aligned with leadership competency frameworks, and 12 (48%) did not appear to use a framework. Number of participants and target learner level varied widely, as did curricula duration, with fewer than half (n = 12, 48%) spanning more than 1 semester. Most curricula (n = 14, 56%) were elective, and many (n = 16, 64%) offered experiential learning. Most studies (n = 16, 64%) reported outcomes as student perception data. CONCLUSIONS The authors found wide variation in content of U.S. UME leadership development curricula, and few curricula aligned with an established leadership competency framework. The lack of professional consensus on the scope of medical leadership and how it should be taught thwarts effective incorporation of medical leadership training within UME.
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Affiliation(s)
- Bridget Matsas
- B. Matsas was a medical student, Harvard Medical School, Boston, Massachusetts, at the time that this was written
| | - Eric Goralnick
- E. Goralnick is associate professor, Emergency Medicine, and medical director, Access and Network Development, Brigham and Women's Hospital, Boston, Massachusetts
| | - Michelle Bass
- M. Bass is medical librarian and manager, Research and Instruction Team, Harvard Medical School, Boston, Massachusetts
| | - Erica Barnett
- E. Barnett is a third-year medical student, Harvard Medical School, Boston, Massachusetts
| | - Baily Nagle
- B. Nagle is a third-year medical student, Harvard Medical School, Boston, Massachusetts
| | - Erin E Sullivan
- E.E. Sullivan is associate professor, Healthcare Management, Sawyer School of Business, Suffolk University, Boston, Massachusetts, and lecturer, Department of Global Health and Social Medicine, Harvard Medical School, Boston, Massachusetts; ORCID: http://orcid.org/0000-0002-9118-7936
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Tito E, Black S, Hilaire P, Weistroffer J, Dickson C. Community Medical Leadership Workshop: An Introduction to Physician Leadership for Resident Physicians. Cureus 2021; 13:e20005. [PMID: 34987896 PMCID: PMC8716126 DOI: 10.7759/cureus.20005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/29/2021] [Indexed: 11/17/2022] Open
Abstract
Objective The Community Medical Leadership Workshop (CMLW) aims to prepare residents to become effective physician leaders through medical leadership lectures and case scenario discussions. By the end of the CMLW, participants will be able to define leadership in medicine, employ strategies to manage conflict and differences of opinions in the workplace, demonstrate effective communication skills while working with others, and describe the role of power in effective leadership. Methods A total of 32 resident physicians participated in our workshop that is based on the leadership practice inventory (LPI) and the Medical Leadership Competency Framework (MLCF). Our evaluation assessed communication strength, conflict resolution, time management, negotiation, delegation, teamwork, and community service. Results Most participants were satisfied with the course. They rated the workshop's contents the highest. In addition, over 90% of learners would recommend this workshop to others. We found a statistically significant increase in learners’ ability to provide opportunities to include patients in quality improvements. Conclusion Our workshop was designed and tailored for resident physicians to introduce them to physician leadership. The workshop was well received and could serve as a model to promote qualities in residents that define effective physician leaders.
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James E, Evans M, Mi M. Leadership Training and Undergraduate Medical Education: a Scoping Review. MEDICAL SCIENCE EDUCATOR 2021; 31:1501-1509. [PMID: 34026307 PMCID: PMC8131083 DOI: 10.1007/s40670-021-01308-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/11/2021] [Indexed: 05/09/2023]
Abstract
The purpose of this scoping review is to fill the gap in understanding the current status of intervention-based studies regarding leadership training in undergraduate medical education. As of late, there is an increased focus on the role of physicians as leaders in their fields, and communities. In order to evaluate these studies, both the PubMed and ERIC databases were searched, and an ultimate total of 35 articles methodologies were evaluated for their general methodology, curricular content, specific teaching methods, and evaluation methodologies. There were a number of trends identified, as well as remaining gaps. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01308-9.
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Affiliation(s)
- Eric James
- Oakland University, William Beaumont School of Medicine, Rochester, MI USA
| | - Mallory Evans
- Oakland University, William Beaumont School of Medicine, Rochester, MI USA
| | - Misa Mi
- Department of Foundational Medical Studies, Oakland University, William Beaumont School of Medicine, Rochester, MI USA
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Lucas R, Kothari P, Adams C, Jones L, Williams VN, Sánchez JP. We are All Leaders: Introducing Self-Leadership Concepts Through the Lens of Improving Diversity in the Health Care Workforce. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:11011. [PMID: 33204835 PMCID: PMC7666830 DOI: 10.15766/mep_2374-8265.11011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2020] [Accepted: 06/24/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Increasing faculty and leader diversity has been recommended as a way for health care organizations to achieve cultural competence in their patient care mission. Given the low numbers of underrepresented groups in medical school leadership positions, teaching diverse students and trainees the concept of leadership as influence may empower them to become more involved and bring diverse perspectives to their organizations. METHODS This 70-minute workshop consisted of a short presentation, a self-assessment, small- and large-group discussions, and case studies to: (1) describe the importance of diversity in medical school leadership, (2) define leadership, (3) define self-leadership, and (4) assess one's own self-leadership skills. The workshop was implemented at three US medical schools to diverse medical students and residents between September and December of 2019. Pre- and postworkshop evaluations were analyzed. RESULTS Greater than 95% of learners (n = 66) agreed that the workshop's learning objectives were met. Comments suggested participants appreciated learning about the lack of diversity among medical school leaders and the importance of cultivating their role in diversity in academic medicine. The case studies were highly rated and considered effective tools for learning. DISCUSSION This submission defined an empowering notion of leadership as influence. It taught learners that we can all lead (by influence) if we can improve our own self-leadership skills and become involved and bring diverse perspectives to health care organizations. Future research may focus on longer-term follow-up of participants to reassess their self-leadership skills and describe their level of involvement in their organizations.
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Affiliation(s)
- Raymond Lucas
- Associate Professor of Emergency Medicine and Associate Dean for Continuing Professional Education, School of Medicine and Health Sciences, George Washington University
| | - Pooja Kothari
- Fourth-year Medical Student, Rutgers New Jersey Medical School
| | - Clydell Adams
- Second-Year Medical Student, McGovern Medical School at The University of Texas Health Science Center at Houston
| | - Latanya Jones
- Associate Professor of Pediatrics and Associate Dean of Office and Diversity & Inclusion, McGovern Medical School at The University of Texas Health Science Center at Houston
| | - Valerie N. Williams
- Presidential Professor, Graduate College, University of Oklahoma Health Sciences Center; Former Associate Dean, Faculty Affairs, University of Oklahoma College of Medicine; Vice Provost, Academic Affairs and Faculty Development, University of Oklahoma Health Sciences Center
| | - John Paul Sánchez
- President, Building the Next Generation of Academic Physicians Inc.; Executive Director, Latino Medical Student Association Inc.; Professor, Emergency Medicine, University of New Mexico School of Medicine
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